The idea that gaming can serve as a means of relieving test anxiety definitely makes it worthwhile for consideration.  The additiaonal idea that a pre-test and post-test method of assessment could help better understand the impact of the gaming or simulation on learning.

I'm a bit overwhelmed.  I can see the use of gaming in an online class, but the idea of developing a game myself (I'm old) while appealing is also scary.  I would also like to see a few examples of games that are actually used in an online social studies class in order to have a better idea of what impact such games can have on student learning.

I have learned that the incorporation of gaming/simulations into an online class can increase the feeling of community among the students.  As I am looking for more ways to connect students in my online classes to one another, this may be a direction to pursue.

The idea of using games and simulations for online classes is a new one for me.  In fact, the idea of games/simulations in my personal classes is new whether it would be for online or for face-to-face classes.  I have learned that one of the key barriers to the use of these games is the time (preparation) element as well as finding the game/simulation that will fit the learning objectives well enough to be worth it.  I'm looking forward to learning more and hopefully I will remain open to the idea.

Feedback is important for students, perhaps more so in an online course.  Getting feedback from peers on discussions, from the teacher on assignments and feedback through interactive slides such as those used in this course   All of this is needed under normal face-to-face class conditions, but this feedback is needed even more in the online universe to avoid feelings of isolation or operating in a void.

I learned that there are benefits from allowing mulitple responses to quizzes as they can be confidence builders to the student as they prep for their tests.  The danger I feel with allowing unlimited attempts, is that students can simply memorize the correct answers.  This doesn't help them learn if the test questions are worded differently, from those they saw on the quiz.  I still think that there are pros and cons to this practice.

I liked the idea of guest speakers.  However, I think if I were to use it, I would keep it asynchronous, recording the presentation by the guest speaker and limiting the time frame during which the students could contact the guest lecturer so as not to force the guest to commit too much of their time to working with my students.

For this discussion, I would like you to respond to the following question, providing examples of how you would resolve the problem:  Students have complained that online classes (asynchronous) do not involve the opportunity to ask questions and get quick responses from instructors the way they would in a face-to-face or a synchronous class.  I have seen some courses include an "ask the teacher" open discussion post available for students, but this doesn't provide the spontaneous Q and A I think that they are looking for.  I have created a Zoom hour for some of my classes, but these have… >>>

I don't know if you will find what you are looking for related to software, but if you are looking for resources that are "free" try the link below which will take you to the OER Commons.  https://www.oercommons.org/

You can find textbooks that students can access online, as well as other resources that are shared free of charge.  Good luck.

Students who have taken my classes often praised the navigational simplicity of the set up.  That said, they did want activities with more interaction.  Discussions were fine, but they wanted "more."  They just didn't give examples of more "what."